Print/Download

Literacy

Organising elements

The Literacy continuum incorporates two overarching processes:

  • Comprehending texts through listening, reading and viewing
  • Composing texts through speaking, writing and creating

 with the following areas of knowledge applying to both processes:

  • Text knowledge
  • Grammar knowledge
  • Word knowledge
  • Visual knowledge.

These processes and areas of knowledge are used as the organising elements of the Literacy continuum. The elements are drawn from the Language and Literacy strands of the Australian Curriculum: English as shown in the table below:

Literacy ContinuumAustralian Curriculum: English
LanguageLiteracy
Comprehending texts through listening, reading and viewing Expressing and developing ideas Interpreting, analysing, evaluating
Composing texts through speaking, writing and creating Language for interaction Interacting with others
Creating texts
Text knowledge Text structure and organisation
Concepts of print and screen
Interpreting, analysing, evaluating
Creating texts
Grammar knowledge Expressing and developing ideas
Language for interaction
 
Word knowledge Expressing and developing ideas  
Visual knowledge Expressing and developing ideas Interpreting, analysing, evaluating
Creating texts

Texts in the Literacy Continuum

A text is the means for communication. Texts can be written, spoken, visual or multimodal, and in print or digital/online forms. Multimodal texts combine language with other systems for communicating such as visual images, soundtracks and spoken word, as in film or computer presentation media. Texts include all forms of Augmentative and Alternative Communication (AAC), for example gesture, signing, real objects, photographs, pictographs and Braille. The forms and conventions of texts have developed to help us communicate effectively with a variety of audiences for a range of purposes, and so texts in different learning areas can and do use language and other features in different ways.

Where the term ‘texts’ is used in the Literacy continuum, this should be read as the type of  texts particular to or characteristic of a learning area; for example, reports, data displays and procedures in Mathematics; models, diagrams, explanations and reports in Science; and narratives, descriptions, discussions and explanations in History.

The diagram below sets out these elements.

Organising elements for Literacy

Organising elements for Literacy
Back to top